research methods for business and management - 2013-14

8/13/2019 Research Methods for Business and Management - 2013-14

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Lord Ashcroft International Business School

Research Methods forBusiness and Management

Module Code: MOD001105

Academic Year: 2013/2014

Semester 1 /2


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Contents

1. Key Information .................................................................................................................................... 22. Introduction to the Module .................................................................................................................... 23. Intended Learning Outcomes ............................................................................................................... 33.1 Employability skills deliverd in this Module..34. Outline Delivery..4 4.1 Attendance Requirements .................................................................................................................. 45. Assessment .......................................................................................................................................... 55.1 Submitting via TurnitinUK GradeMark [Cambridge; Chelmsford and Peterborough students] ......... 65.2 Submitting your work [Students from other locations at Associate Colleges]..85.3 Marking Rubric and Feedback ........................................................................................................... 85.4 Re-Assessment (resit) ........................................................................................................................ 96. How is My Work Marked? ..................................................................................................................... 97. Assessment Criteria and Marking Standards ...................................................................................... 117.1 Specific Assessment Criteria ............................................................................................................127.2 Specific Assessment Criteria and Marking Rubric...12 8. Assessment Offences ......................................................................................................................... 159. Learning Resources199.1. Library ............................................................................................................................................. 199.2. Other Resources ............................................................................................................................. 1910. Module Evaluation ............................................................................................................................ 2011. Report on Last Delivery of Module .................................................................................................... 20Appendix 1: Re-Assessment Information ................................................................................................ 21


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1. Key Information

Module/Unit title: Research Methods for Business and Management

Module Leader: Dr Noah Kofi KarleyCambridge: [email protected]

Module Tutor: Dr Ioana NegruCambridge: [email protected]

Dr Lin YanCambridge: [email protected]

Every module has a Module Definition Form (MDF) which is the officially validated record of the module.You can access the MDF for this module in three ways via:

the Virtual Learning Environment (VLE) the My.Anglia Module Catalogueatwww.anglia.ac.uk/modulecatalogue

Anglia Ruskins module search engine facility atwww.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at AssociateColleges throughout the UK and overseas are governed by the Academic Regulations. You can viewthese atwww.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as theAssessment Regulations, is available for every student from your Faculty Office (all new students willhave received a copy as part of their welcome pack).

In the unlikely event of any discrepancy between the Academic Regulationsand any other publication,including this module guide, the Academic Regulations, as the definitive document, take precedenceover all other publications and will be applied in all cases.

2. Introduction to the Module

This module provides course participants with the appropriate knowledge, skills and abilities they willneed to effectively carry out a piece of small scale business/management research. A particularemphasis will be placed upon developing individuals towards their Masters dissertation/project. A focusis given to the specific issues faced by managers and researchers when carrying out research in anorganisational setting. These will include the philosophical aspects of enquiry in social settings, operatingin political contexts, negotiating access to key individuals and data, and meeting the research outcomesexpected by multiple organisational stakeholders. Consequently, this module will focus on providingindividuals with the necessary skills to meet these challenges and therefore effectively plan, carry outand report upon their Masters level dissertation/project.
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.anglia.ac.uk/modulecataloguehttp://www.anglia.ac.uk/modulecataloguehttp://www.anglia.ac.uk/modulecataloguehttp://www.anglia.ac.uk/moduleshttp://www.anglia.ac.uk/moduleshttp://www.anglia.ac.uk/moduleshttp://www.anglia.ac.uk/academicregshttp://www.anglia.ac.uk/academicregshttp://www.anglia.ac.uk/academicregshttp://www.anglia.ac.uk/academicregshttp://www.anglia.ac.uk/moduleshttp://www.anglia.ac.uk/modulecataloguemailto:[email protected]:[email protected]:[email protected]


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3. Intended Learning Outcomes

No TypeOn successful completion of this module the student will beexpected to be able to:

1Knowledge andunderstanding

Demonstrate a critical awareness of different research designs andrespective methodologies relevant to academic and practitionerresearchers working within an international context.

2Knowledge andunderstanding

Explain their chosen research question/hypothesis and researchobjectives, and all the relevant elements contributing to a researchproposal suitable to researching a contemporary internationalbusiness topic.

3Intellectual, practical,affective andtransferable skills

Critically evaluate the literature relevant to their research aims inorder to develop a conceptual framework or critical stance.

4Intellectual, practical,affective andtransferable skills

Act as an independent self-learner demonstrate the skills necessaryto plan, organise, undertake and present an international businessproject.

3.1 Employability skills delivered in this Module

It is important that we help you develop employability skills throughout your course which will assist youin securing employment and supporting you in your future career. During your course you will acquire awide range of key skills. In this module, you will develop those identified below:

SKILL Skills acquired in this module

Communication (oral) X

Communication (written) X

Commercial Awareness X

Cultural sensitivityCustomer focus X

Data Handling X

Decision making X

Enterprising

Flexibility

Initiative

Interpersonal Skills

Leadership/Management of others

Networking

Organisational adaptability

Project ManagementProblem Solving and analytical skills X

Responsibility

Team working

Time Management X

Other Review or synthesize existing knowledgeInvestigate existing situations or problemsProvide solutions to problemsExplore and analyse more general issuesConstruct or create new procedures or systemsExplain phenomenonGenerate new knowledge


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4. Outline Delivery

Week Lecture and Seminars

1 Module overview, nature of management research

2 Formulating and clarifying the research topic

3 Critically reviewing academic literature and academic writing

4 Research philosophies and approaches

5 Negotiating access and research ethics

6 Selecting samples

7 Collecting data through questionnaires

8Analyzing quantitative data

9 Collecting data through observation and interviews

10 Using secondary data

11 Writing and presenting your project report

12 Issues in research and assignment advice and formative feedback

4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed in this module.In accordance with the Student Charter, you are expected to arrive on time and take an active part in allyour timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), pleasecontact the faculty office by phone or email as follows:

Phone: 0845 196 2112 email: [email protected]

It is your responsibility to tap your University card to record your attendance electronically in everylecture and seminar when you enter the classroom. This must take place within 10 minutes of the classscheduled start time. Tutors have no control over the system and cannot help you if you fail to recordyour attendance as explained. Anglia Ruskin will closely monitor the attendance of all students and will

contact you by e-mail if you have been absent without notice for two weeks. Continued absence canresult in various consequences including the termination of your registration as you will be considered tohave withdrawn from your studies.

International students who are non-EEA nationals and in possession of entry clearance/leave to remainas a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so isconsidered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities,is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorisedabsences by any student visa holders.


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5. Assessment

Module Assessment

Method

see guidancenotes

Learning

Outcomes

%*Weighting

& FineGrade (FG)or pass/fail

(PF)

Qualifying Mark

seeguidance

notes

Length/duration and othercomments

Coursework A 1-4 20% 30 Students produce a research proposalposter and present it on a specific day(by end of week 6) and be prepared todiscuss the poster (and thus receive onthe spot feedback)

Coursework B 1-4 80% 30 Final 3,000 word (max) proposal.

In order to pass this module, students are required to achieve an overall mark of 40%.

In addition, students are required to:

(a) achieve the qualifying mark for each element of fine graded assessment as specifiedabove

(b) pass any pass/fail elements

*Weight of parts A and B of coursework shown above but each part must be marked out of 100% as

indicated below and in section 7.1.

ASSIGNMENT INSTRUCTIONS (see section 7.1)

Module Title: Research Methods for Business and ManagementModule Code: MOD001105 Level: 7

Academic Year: 2013/14 Semester: 1/2Module Leader: Dr Noah Kofi Karley

Coursework A (100%)Instructions: Produce a research proposal poster and present it on a specific date to your tutor (dateto be confirmed by your tutor).

Consider: Structure and Specific Marking Criteria detailed in section 7.1 below.Word Limit: 1,000wordsSubmission Date for semester 1 and 2: To be confirmed to you by local Tutor

Coursework B (100%)Instructions: Prepare a research proposal. Consider: Structure and Specific Marking CriteriaWord Limit: 3,000words

Written assignments must not exceed the specified maximum number of words. All assignments whichdo so will be penalised. The penalty will be the deduction of 10% of the maximum marks available (i.e.10%). Assignments will not be accepted without a word count on the cover sheet.


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Please note the submission date varies, depending on the semester you attended.

Submission Date for Semester 1 students: 6 January 2014Submission Date for Semester 2 students: 16 May 2014

Coursework B should be double-spaced, with page numbers at the bottom, 12-point font, and 1-inchmargins. Work submitted after this date will receive a mark of 0 unless an extension has been approvedin advance of this deadline. Requests for short-term extensions will only be considered in the case of

illness or other cause considered valid by the Student Adviser. These must normally be received andagreed by Student Adviser in writing at least twenty four hours prior to the deadline.

Please refer to the Academic Regulations or your Student Handbook for full details.

All coursework assignments and other forms of assessment must be submitted by the publisheddeadline which is detailed above. It is your responsibility to know when work is due to be submitted ignorance of the deadline date will not be accepted as a reason for late or non-submission. Academicstaff CANNOT accept work directly from you. You are requested to keep a copy of your work.

5.1 Submitting via TurnitinUK GradeMark [Cambridge; Chelmsford and Peterborough

students]

You are required to submit your written assignments online via Turnitin/Grademark. Unlessstated on the assignment brief, all your assignments should be submitted online. Assignmentshanded into the iCentre will NOT be marked. You must put YOUR Student ID number (SID)as the submission title (details below).

You will be enrolled automatically to 2 types of Turnitin class: 1) Grademark Classes entitled bymodule name, to which you will submit a ONE TIME ONLY final submission. 2) The OriginalityReport Class to which you can submit multiple drafts for originality checking.

The Grademark class page shows the start date (when you can begin submitting work), the duedate for your assignment and the post date. All assignments must be submitted by 5pm on thedue date. Any late work will NOT be accepted and a mark of zero will be awarded for theassessment task in question. The post date is the date when both feedback and provisionalresults will be posted online. You should follow the detailed instructions provided on the VLE.

When you submit your paper, remember to:

ONLINE SUBMISSION AND FEEDBACK THROUGH GRADEMARK


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At the post date you will get your feedback through Turnitin/Grademark. We have implemented

this online feedback system to give you the following benefits:

More timely receipt of your feedback;

Better quality feedback;

The ability to hand in your work online;

Reduction in time spent queuing to hand in and pick up your assignments;

The ability to receive marker feedback when it is posted, regardless of your location;

Reduction of both yours and the universitys carbon footprint by no longer printing work.

HOW TO VIEW YOUR FEEDBACKClick on the class that you wish to view and then you will see the assignments for the modulelisted. Click the blue view button to open up the document viewer. A new window will open andyou will see your feedback on the right-hand side of the screen.

POINTS TO NOTE1. The due date as seen in eVision is the official submission deadline. Any late work will

NOT be accepted and a mark of zero will be awarded for the assessment task in

question.

a) Keep default (recommended)

b) Enter your first

and last name(s)

c) Enter your SID as

the submission title

VERY IMPORTANT!

d) Browse to

search for yourassignment file

e) Upload

SID

f) or cancel

Click on the View button


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2. Grademark final submission classes will become available 10 working days before thefinal submission date. Be aware that work can only be submitted ONCE to these classesand cannot be removed or changed.

3. All work submitted MUST be entitled by your Student ID number.

4. Any work handed in via the iCentre will NOT be marked.

5. The Originality Report is automatically generated by Turnitin on submitting work. A papercopy of the originality report is not required.

6. The Originality Report will not be used to make assessment decisions unless concernsarise as to poor academic practice, plagiarism, or collusion. The report may then beconsidered as part of the normal investigatory procedures undertaken by the academicteam and the Director of Studies (again, please see Section 10 of the AssessmentRegulations).

7. Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be

created for re-sits.

8. Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can belocated on the module VLE.

All coursework assignments and other forms of assessment must be submitted by the publisheddeadline which is detailed above. It is your responsibility to know when work is due to besubmitted ignorance of the deadline date will not be accepted as a reason for late or non-submission.

5.2 Submitting your work [Students from other locations]

All student work which contributes to the eventual outcome of the module (i.e.: if it determineswhether you will pass or fail the module and counts towards the mark you achieve for themodule) is submitted according to your institutions guidelines. Academic staff CANNOT acceptwork directly from you.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment taskin question.

You are requested to keep a copy of your work.

5.3 Marking and Feedback

The Specific Marking Criteria in section 7.1 will be used to mark your work.

You are entitled to written feedback on your performance for all your assessed work. For allassessment tasks which are not examinations, this is provided by a member of academic staffthrough Grademark at Cambridge; Chelmsford and Peterborough. At other locations, this isprovided through the completion of the assignment coversheet on which your mark andfeedback will relate to the achievement of the modules intended learning outcomes and the

assessment criteria you were given for the task when it was first issued.

Examination scripts are retained by Anglia Ruskin and are not returned to students. However,you are entitled to feedback on your performance in an examination and may request a meeting


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with the Module Leader or Tutor to see your examination script and to discuss yourperformance.

Anglia Ruskin is committed to providing you with feedback on all assessed work within 20working daysof the submission deadline or the date of an examination. This is extended to 30days for feedback for a Major Project module (please note that working days excludes thosedays when Anglia Ruskin University is officially closed; e.g.: between Christmas and New Year).

Personal tutors will offer to read feedback from several modules and help you to address anycommon themes that may be emerging.

To assure ourselves that our marking processes are comparable with other universities in theUK, Anglia Ruskin provides samples of student assessed work to external examiners as aroutine part of our marking processes. External examiners are experienced academic staff fromother universities who scrutinise your work and provide Anglia Ruskin academic staff withfeedback and advice. Many of Anglia Ruskins staff act as external examiners at otheruniversities.

On occasion, you will receive feedback and marks for pieces of work that you completed in the

earlier stages of the module. We provide you with this feedback as part of the learningexperience and to help you prepare for other assessment tasks that you have still to complete.It is important to note that, in these cases, the marks for these pieces of work are unconfirmedas the processes described above for the use of external examiners will not have beencompleted. This means that, potentially, marks can change, in either direction!

Marks for modules and individual pieces of work become confirmed on the Dates for the OfficialPublication of Results which can be checked atwww.anglia.ac.uk/results.

5.4 Re-Assessment (resit)

If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment. As indicated in Section 6.2.7. of the Senate Code of Practice, as this assignmentis unique to individual students, the reassessment consists of re-working the failed paper usingcomments and feedback from examiner to improve the proposal. The re-assessmentinformation is given in Appendix 1.

6. How is My Work Marked?

After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes aseries of activities to assure that our marking processes are comparable with those employed at otheruniversities in the UK and that your work has been marked fairly and honestly. These include:

Anonymous mark ing your name is not attached to your work so, at the point of marking, thelecturer does not know whose work he/she is considering. When you undertake an assessment taskwhere your identity is known (eg: a presentation or Major Project), it is marked by more than onelecturer (known as double marking)

Internal moderat iona sample of all work for each assessment task in each module is moderatedby other Anglia Ruskin staff to check the marking standards and consistency of the marking

External moderat ion a sample of student work for all modules is moderated by externalexaminers experienced academic staff from other universities (and sometimes practitioners whorepresent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staffwith feedback, advice and assurance that the marking of your work is comparable to that in other UK

universities. Many of Anglia Ruskins staff act as external examiners at other universities.
http://www.anglia.ac.uk/resultshttp://www.anglia.ac.uk/resultshttp://www.anglia.ac.uk/resultshttp://www.anglia.ac.uk/results


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Departmental A ssessment Panel (DAP)performance by all students on all modules is discussedand approved at the appropriate DAPs which are attended by all relevant Module Leaders andexternal examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the Department of Economics, Strategy, Marketing andEnterprise DAP.

The following external examiners are appointed to this DAP and will oversee the assessment of this

and other modules within the DAPs remit:

External Examiners Name Academic Institution Position or Employer

Mr Colin Allen University of Greenwich Senior Tutor

Dr Ozlem Bak University of Brighton Senior Lecturer

Dr Kenny Crossan Napier University, Edinburgh Economics Lecturer

Dr Frans Somers None (practitioner) Owner/Consultant SBC

The above list is correct at the time of publication. However, external examiners are appointed atvarious points throughout the year. An up-to-date list of external examiners is available to internalbrowsers only atwww.anglia.ac.uk/eeinfo.

Anglia Ruskinsmarking process is represented in the flowchart below:
http://www.anglia.ac.uk/eeinfohttp://www.anglia.ac.uk/eeinfohttp://www.anglia.ac.uk/eeinfohttp://www.anglia.ac.uk/eeinfo


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Student submitswork / sits

examination

Work collated and passed toModule Leader

Work is marked by ModuleLeader and Module Tutor(s)1. Allmarks collated by Module Leader

for ALL locations2

Internal moderation samplesselected. Moderation undertaken

by a second academic3

Unconfirmed marks and feedbackto students within 20 working

days (30 working days for MajorProjects)

External moderation samplesselected and moderated by

External Examiners4

Marks submitted to DAP5

forconsideration and approval

Marks Approved by DAP5andforwarded to Awards Board

Any issues?

Any issues?

Students receiveinitial (unconfirmed)

feedback

Confirmed marksissued to students

via e-Vision

MarkingStage

InternalModeration

Stage

ExternalModerationStage

DAP4Stage

YES

YES

NO

NO

Flowchart of Anglia Ruskins Marking Processes

All work is marked anonymously or double marked where identity of the student is known (eg: in a presentation)2 The internal (and external) moderation process compares work from all locations where the module is delivered

(eg: Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.)3

The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whicheveris the greater) for each marker and covers the full range of marks4 Only modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The

sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever isthe greater) for the entire module and covers the full range of marks

5 DAP: Departmental Assessment PanelAnglia Ruskin has over 25 different DAPs to reflect our subject coverage


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7. Assessment Criteria and Marking StandardsANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 7 (was lev el 4)

Level 7 is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous,demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate,challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on thesignificant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovativework in their specialism that is worthy of publication or public performance or display.

Mark Bands Outcome

Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & UnderstandingIntellectual (thinking), Practical,Affective and Transferable Skills

Character

isticsofStudentAchievementbyMarkingBand

90-100%

Achieves moduleoutcome(s) related toGLO at this level

Exceptional analysis of key issues/concepts/ethics withvery clear originality and autonomy. Exceptionaldevelopment of conceptual structures and argumentmaking an exceptional use of scholarly conventions.Demonstrates independence of thought and a very highlevel of intellectual rigour and consistency. Work pushesthe boundaries of the discipline and may be consideredfor external publication

Exceptional analysis of key issues/concepts/ethics.Exceptional development of conceptual structures andargument, making consistent use of scholarlyconventions. Exceptional research skills, independenceof thought, an extremely high level of intellectual rigourand consistency, exceptional expressive/professionalskills, and substantial creativity and originality.Exceptional academic/intellectual skills. Work pushesthe boundaries of the discipline and may be consideredfor external publication

80-89%

Outstanding analysis of key issues/concepts/ethics withclear originality and autonomy. Outstandingdevelopment of conceptual structures and argumentmaking an exemplary use of scholarly conventions.Demonstrates independence of thought and a very highlevel of intellectual rigour and consistency

Outstanding analysis of key issues/concepts/ethics.Very high level development of conceptual structuresand argument, making consistent use of scholarlyconventions. Outstanding research skills, independenceof thought, a high level of intellectual rigour andconsistency, outstanding expressive/professional skills,and considerable creativity and originality. Exemplaryacademic/intellectual skills

70-79%

Excellent analysis of key issues/concepts/ethics.Excellent development of conceptual structures andargument making excellent use of scholarlyconventions. Demonstrates independence of thoughtand a high level of intellectual rigour and consistency

Excellent analysis of key issues/concepts/ethics. Highlevel development of conceptual structures andargument, making consistent use of scholarlyconventions. Excellent research skills, independence ofthought, a high level of intellectual rigour andconsistency, excellent expressive/ professional skills,and considerable creativity and originality. Excellentacademic/intellectual skills, and considerable creativityand originality

60-69% Good analysis of key issues/concepts/ethics.Development of conceptual structures and argumentmaking consistent use of scholarly conventions

Good analysis of key issues/concepts/ethics.Development of conceptual structures and argument,making consistent use of scholarly conventions

50-59%

Satisfactory knowledge of key issues/ concepts/ethics indiscipline. Descriptive in parts but some ability tosynthesise scholarship and argument. Minor lapses inuse of scholarly conventions

Satisfactory knowledge of key issues/ concepts/ethics indiscipline. Descriptive in parts but some ability tosynthesise scholarship and argument. Minor lapses inuse of scholarly conventions

40-49%

A marginal pass inmodule outcome(s)related to GLO at thislevel

Basic knowledge of key issues/concepts/ethics indiscipline. Generally descriptive, with restrictedsynthesis of existing scholarship and little argument.Use of scholarly conventions inconsistent

Basic knowledge of key issues/concepts/ethics indiscipline. Generally descriptive, with restrictedsynthesis of existing scholarship and little argument.Use of scholarly conventions inconsistent.

30-39%

A marginal fail inmodule outcome(s)related to GLO at thislevel. Possible

compensation. Sat-isfies qualifying mark

Limited knowledge of key issues/concepts/ethics indiscipline. Largely descriptive, with restricted synthesisof existing scholarship and limited argument. Limited

use of scholarly conventions.

Limited research skills impede use of learningresources and problem solving. Significant problemswith structure/accuracy in expression. Team/Practical/

Professional skills not yet secure. Weak academic/intellectual skills. Limited use of scholarly conventions

20-29%

Fails to achievemodule outcome(s)related to this GLO.Qualifying mark notsatisfied. Nocompensationavailable

Little evidence of knowledge of keyissues/concepts/ethics in discipline. Largely descriptive,with little synthesis of existing scholarship and littleevidence of argument. Little evidence of use ofscholarly conventions.

Little evidence of research skills, use of learningresources and problem solving. Major problems withstructure/ accuracy in expression.Team/Practical/Professional skills virtually absent. Veryweak academic/intellectual skills. Little evidence of useof scholarly conventions

10-19%

Inadequate knowledge of key issues/concepts/ethics indiscipline. Wholly descriptive, with inadequatesynthesis of existing scholarship and inadequateargument. Inadequate use of scholarly conventions.

Inadequate use of research skills, learning resourcesand problem solving. Major problems withstructure/accuracy in expression.Team/Practical/Professional skills absent. Extremelyweak academic/intellectual skills. Inadequate use ofscholarly conventions

1-9%

No evidence of knowledge of keyissues/concepts/ethics in discipline. Incoherent and

completely but poorly descriptive, with no evidence ofsynthesis of existing scholarship and no argumentwhatsoever. No evidence of use of scholarlyconventions.

No evidence of use of research skills, learningresources and problem solving. Incoherent

structure/accuracy in expression.Team/Practical/Professional skills non-existent. Noevidence of academic/intellectual skills. No evidence ofuse of scholarly conventions

0%Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the

assignment brief (eg: answers the wrong question) and/or related learning outcomes


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7.1 Specific Marking Criteria

Assessment Form Coursework A (100%) Research Poster

Marking Criteria Comments Marks

1. Does the working title mirror closely thecontent of the poster?

Maximum 20%

2. Does the introductory part of the posterinform the reader of the problem or situationand the context the student is interested in?

Maximum 20%

3. Does the poster inform the reader of therationale of this study?a.What is the research issue?b.Why is it an issue?c.Why is it an issue now?d. What could this research shed light on?

Maximum (a, b, c, d)

a. max 15%b. max 15%c. max 15%d. max 15%

Note: The marking scheme allows flexibility, and it is by no means exhaustive.Coursework A is marked out of 100% but worth 20% of the final mark for this module.

Word Limit: 1,000words

Organize your research poster materials using headings, such as Title, Introductory Part, Rationale.These headings will help establish a logical flow to your poster.

1) Title: initially this might be regarded as a working title, and ideally should mirror closely the content ofthe poster. The title is particularly important for a poster. In general, a good title will get people to stopand listen.

2) Introductory part: This informs the reader of the problem or situation and the context you areinterested in. The goal is to give the reviewers some basic academic information they can use toevaluate the significance of the research proposal.

3) Rationale for this study.

- What is the research issue?- Why is it an issue?- Why is it an issue now?- What could this research shed light on?

You have to introduce the topic and clarify the significance of what you are trying to present. That is, youhave to present research questions with a logical sequencing of facts. You have to give examples toillustrate your rational. Be sure to have a conclusion that summarizes your take-home message (why is itan issue now? what could this research shed light on?).

Your poster should be constructed so that it presents the desired information in a self-explanatorymanner. You have to think of a poster as a series of highly efficient, organized panels upon whichappear synopses of the relevant information you want to convey (what is the research issue?) justenough to get your point across.


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Include references. Make it clear that you know what has been done in your area in the past and whereyour research will fit in.

You have to use large enough fonts so people will not have to squint to read the material. For headings,use at least a 48-point font. For text, use nothing less than 18-point.

You have to make your poster visually appealing. Have fun. Be creative. Incorporate colour. Usephotographs, graphs, charts, maps, and the like. Simplify charts and figures to include only relevantinformation. Be attentive to the layout and placement of your materials.

Write clearly. Make sure your proposal includes complete sentences and accurate spelling andpunctuation.

Assessment Form Coursework B (80%) Final Assignment

Course work B: Dissertation proposal 100%

Assessment Criteria Allocated Marks (%)

Development of research aims,objectives and hypothesis/question

25

Appropriateness and rigour of researchmethods

20

Synthesis and analysis of initialliterature on the topic

20

Strength of anticipated findings and howthey relate to aims and objectives ofstudy

15

Appropriateness of proposed

dissertation structure

10

Acknowledgement of sources andcorrect referencing technique

5

Style/Grammar/Presentation 5

Total 100

Note: The marking scheme allows flexibility, and it is by no means exhaustive.Coursework B is marked out of 100% but worth 80% of the final mark for this module.

General Guidelines (students not limited by these guidelines)

1. Introduction

You have to introduce the topic and clarify the significance of what you are trying to present. In addition,in this section you have to present the:

- Research aims- Research objectives- Research questions

Please, provide references. Give academic information.

2. Literature review

This section will demonstrate your knowledge of the literature and make a critical link with theresearch question to be investigated. Students are expected to critically review at least 6 sources tounderpin the study. The literature should mostly rely on published academic journal articles in theresearch area. This critical activity should produce a conceptual framework.


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3. Research Design and Methodology

This section should provide a detailed rationale of how you intend to achieve your research objectives.You are expected to address the following areas:

- Type of investigation: Explain clearly whether your research can be classified as an exploratory,descriptive or hypothesis testing study. Refer to the lecture notes and textbook for details on

each type.

- Data collection method: Explain how you are going to collect the data (e.g. postal questionnaire,telephone interview, focus group, etc) and why this fits the purpose of your research.

- Sampling method: Explain whether you plan to use a probability or non-probability sampling designand the specific sampling technique. The study participants should be able to offer the right typeof information to enable you address the research problem.

-Accessibility issues: what accessibility issues are you likely to encounter when you collect thedata? How are you going to manage the accessibility issues?

- Ethical issues: You must discuss any ethical issues that are relevant to your research topic,

participants, and method. Discuss how you are going to deal with the ethical issues.

- Data analysis plan: how you intend to analyse the data you will collect? This section must beconsistent with the previous section on data collection method and must be mindful of the natureof the data collected, whether this is quantitative or qualitative.

- Research limitations: Define the limitations of the study that you believe you may encounter andcould be affect the quality, scope, or value of the research.

4. Timetable and References

You may use a Gantt chart or any other method to show how you will use your available time tocomplete your proposed research. This will provide an indication of the viability of the proposal. You willneed to justify your plan.

The reference list at this stage need not be lengthy, only sufficient to inform your proposal. The list mustinclude all the sources that were cited and consulted in writing the research proposal. You must use theHarvard Style of referencingrefer to appendix 1 of your textbook for details.

8. Assessment Offences

As an academic community, we recognise that the principles of truth, honesty and mutual respect arecentral to the pursuit of knowledge. Behaviour that undermines those principles diminishes thecommunity, both individually and collectively, and diminishes our values. We are committed to ensuringthat every student and member of staff is made aware of the responsibilities s/he bears in maintainingthe highest standards of academic integrity and how those standards are protected.

You are reminded that any work that you submit must be your own. When you are preparing your workfor submission, it is important that you understand the various academic conventions that you areexpected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism(eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academicintegrity.

Definitions of Assessment Offences


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Plagiarism

Plagiarism is theft and occurs when you present someone elses work, words, images, ideas, opinions ordiscoveries, whether published or not, as your own. It is also when you take the artwork, images orcomputer-generated work of others, without properly acknowledging where this is from or you do thiswithout their permission.

You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments,portfolios, essays, dissertations and so on.

Examples of plagiarism include:

directly copying from written work, physical work, performances, recorded work or images, withoutsaying where this is from;

using information from the internet or electronic media (such as DVDs and CDs) which belongs tosomeone else, and presenting it as your own;

rewording someone elses work, without referencing them; and

handing in something for assessment which has been produced by another student or person.

It is important that you do not plagiarise intentionally or unintentionally because the work of othersand their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes,qualifications, reputation and so on. To use someone elses work, words, images, ideas or discoveries isa form of theft.

Col lus ion

Collusion is similar to plagiarism as it is an attempt to present anothers work as your own. In plagiarismthe original owner of the work is not aware you are using it, in collusion two or more people may beinvolved in trying to produce one piece of work to benefit one individual, or plagiarising another pers onswork.

Examples of collusion include:

agreeing with others to cheat;

getting someone else to produce part or all of your work;

copying the work of another person (with their permission);

submitting work from essay banks;

paying someone to produce work for you; and

allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed by your

tutor, and producing group work is not collusion. Collusion only happens if you produce joint work tobenefit of one or more person and try to deceive another (for example the assessor).

Cheating

Cheating is when someone aims to get unfair advantage over others.

Examples of cheating include:

taking unauthorised material into the examination room;

inventing results (including experiments, research, interviews and observations);

handing your own previously graded work back in;

getting an examination paper before it is released;

behaving in a way that means other students perform poorly;

pretending to be another student; and


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trying to bribe members of staff or examiners.

Help to Avoid Assessment Offences

Most of our students are honest and want to avoid making assessment offences. We have a variety ofresources, advice and guidance available to help make sure you can develop good academic skills. We

will make sure that we make available consistent statements about what we expect. You will be able todo tutorials on being honest in your work from the library and other central support services andfaculties, and you will be able to test your written work for plagiarism using TurnitinUK (a softwarepackage that detects plagiarism).

You can get advice on how to honestly use the work of others in your own work from the library website(www.libweb.anglia.ac.uk/referencing/referencing.htm)and your lecturer and personal tutor.

You will be able to use TurnitinUK, a special software package which is used to detect plagiarism.TurnitinUK will produce a report which clearly shows if passages in your work have been taken fromsomewhere else. You may talk about this with your personal tutor to see where you may need toimprove your academic practice. We will not see these formative TurnitinUK reports as assessment

offences.

If you are not sure whether the way you are working meets our requirements, you should talk to yourpersonal tutor, module tutor or other member of academic staff. They will be able to help you and tellyou about other resources which will help you develop your academic skills.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student has tried to get unfairacademic advantage in an assessment for himself or herself or another student.

We will fully investigate all cases of suspected assessment offences. If we prove that you havecommitted an assessment offence, an appropriate penalty will be imposed which, for the most seriousoffences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy andprocedures, see the Academic Regulations, section 10 at:www.anglia.ac.uk/academicregs

To see an expanded version of this guidance which provides more information on how to avoidassessment offences, visitwww.anglia.ac.uk/honesty.
http://www.libweb.anglia.ac.uk/referencing/referencing.htmhttp://www.libweb.anglia.ac.uk/referencing/referencing.htmhttp://www.libweb.anglia.ac.uk/referencing/referencing.htmhttp://www.anglia.ac.uk/academicregshttp://www.anglia.ac.uk/academicregshttp://www.anglia.ac.uk/academicregshttp://www.anglia.ac.uk/honestyhttp://www.anglia.ac.uk/honestyhttp://www.anglia.ac.uk/honestyhttp://www.anglia.ac.uk/honestyhttp://www.anglia.ac.uk/academicregshttp://www.libweb.anglia.ac.uk/referencing/referencing.htm


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9. Learning Resources

9.1. Library

Library ContactsFaculty of Arts, Law and Social [email protected]

Lord Ashcroft International Business [email protected]

Faculty of Health, Social Care and [email protected]

Faculty of Science and [email protected]

9.2. Other Resources

Reading List TemplateAnglia Ruskin University Library

Resources Notes

Key text

Wilson, J. (2010). Essentials of BusinessResearch: A Guide to Doing Your ResearchProject. London: Sage.

.

We will draw heavily on this book. Copiesin the library plus an e-book copy

Books

Saunders, M., Lewis, P. and Thornhill, A. (2012).Research Methods for Business Students. (6thedn). Harlow: Prentice Hall.

Bryman, A. and Bell, E. (2011). BusinessResearch Methods. (3rdedn). Oxford: OxfordUniversity Press.

Easterby- Smith, M., Thorpe, R. Jackson, P. andLowe, A. (2008). Management Research. (3rdedn). London: Sage.

Keleman, M. and Rumens, N. (2008).Anintroduction to critical management research.London: Sage.

Sekaran, U. and Bougie, R. (2010). ResearchMethods for Business: A Skill Building Approach.

(5

th

edn). New York: John Wiley & Sons.

Wilson, J.(2010).Essentials of BusinessResearch: A Guide to Doing Your Research

Useful background textbooks
https://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.alss%40anglia.ac.ukhttps://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.aibs%40anglia.ac.ukhttps://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.fhsce%40anglia.ac.ukhttps://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.fst%40anglia.ac.ukhttp://www.amazon.co.uk/Essentials-Business-Research-Guide-Project/dp/1848601328/ref=sr_1_1?s=books&ie=UTF8&qid=1326820401&sr=1-1http://www.amazon.co.uk/Essentials-Business-Research-Guide-Project/dp/1848601328/ref=sr_1_1?s=books&ie=UTF8&qid=1326820401&sr=1-1http://www.amazon.co.uk/Essentials-Business-Research-Guide-Project/dp/1848601328/ref=sr_1_1?s=books&ie=UTF8&qid=1326820401&sr=1-1http://www.amazon.co.uk/Essentials-Business-Research-Guide-Project/dp/1848601328/ref=sr_1_1?s=books&ie=UTF8&qid=1326820401&sr=1-1http://www.amazon.co.uk/Essentials-Business-Research-Guide-Project/dp/1848601328/ref=sr_1_1?s=books&ie=UTF8&qid=1326820401&sr=1-1https://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.fst%40anglia.ac.ukhttps://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.fhsce%40anglia.ac.ukhttps://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.aibs%40anglia.ac.ukhttps://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.alss%40anglia.ac.uk


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Project.London: Sage.

Journals

It is important that you draw from materialcontained in academic journals. These are somerelevant titles.

Available in the Digital Library.

Websites

Research in Education (RESINED), 2008.Research in Education Home page. [online]Available at [Accessed 5 July 2011].

This is a really useful website whichexplains the process of research carefullyand clearly with lots of examples and itcovers both qualitative and quantitativeresearch methods.

Websites

Book Companion website atwww.pearsoned.co.uk/saunders

Research in Education (RESINED), 2008.Research in Education Home page. [online]Available at [Accessed 14 September 2012].

For access to all resources associated withthe key text including revision questions,exercises, and additional case studies.

This is a really useful website whichexplains the process of research carefullyand clearly with lots of examples and itcovers both qualitative and quantitativeresearch methods.

Additional notes on this reading listAdditional reading will be recommended weekly in class.Link to the University Library catalogue and Digital Libraryhttp://libweb.anglia.ac.uk/Link to Harvard Referencing guidehttp://libweb.anglia.ac.uk/referencing/harvard.htm

10. Module Evaluation

During the second half of the delivery of this module, you will be asked to complete a module evaluationquestionnaire to help us obtain your views on all aspects of the module.

This is an extremely important process which helps us to continue to improve the delivery of the modulein the future and to respond to issues that you bring to our attention. The module report in section 11 ofthis module guide includes a section which comments on the feedback we received from other studentswho have studied this module previously.

Your questionnaire response is anonymous.

Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluationprocess. We very much value our students views and it is very important to us that you providefeedback to help us make improvements.

In addition to the Module Evaluation process, you can send any comment on anything related to yourexperience at Anglia Ruskin [email protected] any time.
http://www.amazon.co.uk/Essentials-Business-Research-Guide-Project/dp/1848601328/ref=sr_1_1?s=books&ie=UTF8&qid=1326820401&sr=1-1http://www.amazon.co.uk/Essentials-Business-Research-Guide-Project/dp/1848601328/ref=sr_1_1?s=books&ie=UTF8&qid=1326820401&sr=1-1http://www.edu.plymouth.ac.uk/RESINED/resedhme.htmhttp://www.edu.plymouth.ac.uk/RESINED/resedhme.htmhttp://www.pearsoned.co.uk/saundershttp://www.pearsoned.co.uk/saundershttp://www.edu.plymouth.ac.uk/RESINED/resedhme.htmhttp://www.edu.plymouth.ac.uk/RESINED/resedhme.htmhttp://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/referencing/harvard.htmhttp://libweb.anglia.ac.uk/referencing/harvard.htmhttp://libweb.anglia.ac.uk/referencing/harvard.htmmailto:[email protected]:[email protected]:[email protected]:[email protected]://libweb.anglia.ac.uk/referencing/harvard.htmhttp://libweb.anglia.ac.uk/http://www.edu.plymouth.ac.uk/RESINED/resedhme.htmhttp://www.edu.plymouth.ac.uk/RESINED/resedhme.htmhttp://www.pearsoned.co.uk/saundershttp://www.edu.plymouth.ac.uk/RESINED/resedhme.htmhttp://www.edu.plymouth.ac.uk/RESINED/resedhme.htmhttp://www.amazon.co.uk/Essentials-Business-Research-Guide-Project/dp/1848601328/ref=sr_1_1?s=books&ie=UTF8&qid=1326820401&sr=1-1


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11. Report on Last Delivery of Module

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders whocompiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback tostudents.

Module Code and Title:

Anglia Ruskin Department:

Location(s) of Delivery:

Academic Year: Semester/Trimester:

Enrolment Numbers (at each location):

Module Leader:

Other Module Tutors:

Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. Adetailed breakdown of marks will be available at the Departmental Assessment Panel.

Feedback from Students Briefly summarise student responses, including any written comments

Module Leader/Tutors Reflection on Delivery of the Module, including Response to Feedback from Students(including resources if appropriate)

Developments during the current year or planned for next year (if appropriate)

External Examiners Comments State whether the external examiner agreed the marks and/or commented on themodule


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Appendix 1: Re-Assessment Information

THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE

UNSUCCESSFUL IN THEIR FIRST SUBMISSION

DRAFT VERSIONAWAITING EXTERNAL EXAMINER APPROVAL

Assessment will be confirmed before the re-assessment period

The re-assessment for this module consists of Coursework B. Based on the regulation(6.2.7) if the assessment task is unique to the student (e.g. major project) the sameassessment (Coursework B) task may be used.Resit period: 21stJuly, 2014.

research methods for business and management - 2013-14

Documents